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The purpose of this study was to determine the influence of student learning style on critical thinking skill. The target population for this ex post facto study was 135 students enrolled in a college of agriculture and life sciences leadership development course at the University of Florida. Results showed that no critical thinking skill differences existed between male and female students in this study. Students with deeply embedded Abstract Sequential learning style preferences exhibited significantly higher critical thinking skill scores. No differences in critical thinking ability existed between students of other learning styles. These findings have implications for faculty with teaching appointments in colleges of agriculture. If Abstract Sequential learners are inherently adept at thinking critically, teachers may not need to focus as intently on teaching strategies that address this learning style. By contrast, however, Concrete Sequential, Abstract Random, and Concrete Random learners may need additional attention through instructional methods and techniques that enhance the critical thinking skills of these learners.